Abstract
The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studying in the first, second, third and fourth class of faculty of education of a state university. The data were collected using the “The Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya, and Çakıroğlu (2002) and “Kolb Learning Style Inventory” developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive statistical analysis and predictive statistical analysis were used in the statistical calculations of the data obtained in the study. As a result of the study, it was found that there was no statistically significant difference in the attitudes of prospective teachers towards science education according to their learning styles. In addition, it was determined that prospective pre-school teachers developed positive attitude towards science education and had different learning styles. Based on the results, suggestions have been made regarding the organization of learning environments according to learning styles and the studies that will increase the attitude levels towards science education.
Highlights
Science; it can be defined as the effort to regularly investigate and examine nature and natural events, to make a judgment as a result of these investigations and examinations, and to predict the events we may encounter in the rest of our lives with the judgments we reach
This section includes the data collected as a result of the study conducted to examine the relationship between prospective pre-school teachers’ attitudes towards science education and learning styles and the findings of the data analysis
In this study, which aims to examine the relationship between prospective pre-school teachers ‘learning styles and their attitudes towards science education, it was found that prospective teachers’ attitudes towards science education were at a medium level
Summary
Science; it can be defined as the effort to regularly investigate and examine nature and natural events, to make a judgment as a result of these investigations and examinations, and to predict the events we may encounter in the rest of our lives with the judgments we reach. Learning the phenomena of science that shape our world is very important for a more comfortable life. Science is an important issue for human life. We can reach much information such as notably our own organs, the protection of the environment we live in, and the creation of a healthy living environment. We can access information such as the air we breathe, the water we drink, healthy nutrition, the amount of food that needs to be consumed and so on (Grieshaber & Diezmann, 2000; Yoshikawa, Weiland, Brooks-Gunn, Burchinal, Espinosa, Gomley, & Zaslow, 2013)
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